UNIVERSITY
UNIVERSITY
OF OF
MALTA
MALTA
SECONDARY EDUCATION CERTIFICATE
SEC
ENVIRONMENTAL STUDIES
MAY 2014
EXAMINERS’ REPORT
MATRICULATION AND SECONDARY EDUCATION
CERTIFICATE EXAMINATIONS BOARD
SEC EXAMINERS’ REPORT MAY 2014
SEC Environmental Studies
May 2014 Session
Examiners’ Report
Part 1: STATISTICAL INFORMATION
Table 1 shows the distribution of grades for the May 2014 session of the examination.
GRADE
1
2
3
4
5
6
7
U
ABS
TOTAL
PAPER A
36
135
190
194
187
-
-
291
10
1043
PAPER B
-
-
-
23
76
118
99
201
32
549
TOTAL
36
135
190
217
263
118
99
492
42
1592
% OF TOTAL
2.3
8.5
11.9
13.6
16.5
7.4
6.2
30.9
2.6
100
Part 2: Comments regarding candidate’s performance
2.1 GENERAL COMMENTS
The Projects: General remarks
The examiners moderated over 500 projects in 27 state and church schools. In addition, 32 projects submitted by
private candidates were corrected, and all private candidates were called for an interview.
The following remarks reflect the majority of projects moderated:
1. The title is not always indicated on the front page of the project.
2. In general, the structure of projects is improving. Projects were well planned, providing a table of
contents, bibliography, chapters and illustrations.
3. Many relied on websites and internet-based information only. This is not enough to present a top-quality
project. Broader bibliographic reference is recommended.
4. Many projects still lack captions for pictures, references, graphs or charts to substantiate arguments.
5. Some candidates ignored the approximate length of 1500 to 2000 words.
6. Some school marks were inflated.
7. In schools where teachers provide guidelines and help students structure their work, one notes that
candidates perform above average and produce an overall quality project.
8. Generally, more emphasis needs to be given to the skills of collecting and analysing data.
9. Several projects lacked evidence of fieldwork and they were generally weak when it comes to conclusions
to indicate ideas, recommendations or ideas for consideration.
10. Analysis of results is still largely lacking in projects. Providing data-collection alone is not enough for a
complete project.
11. Critical thinking is lacking in many projects.
12. The marks attained in the coursework contributed a lot to the candidates’ overall grade. The average
coursework mark (max 15 marks) attained expressed as a percentage is higher than the marks attained
in the examination paper (max 85 marks) expressed as a percentage. In fact, candidate generally did
twice as well in the coursework than they did in the examination paper.
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SEC EXAMINERS’ REPORT MAY 2014
ENVIRONMENTAL STUDIES 2013
General Remarks
1. Many candidates give the impression that they have not been through the Syllabus. Some do not have
any knowledge of basic terms and seem to be unaware of specific topics referred to in the syllabus.
2. Many are unable to write good sentences whether in English or in Maltese. Few could produce a well
structured paragraph to answer questions.
3. There were quite a few candidates who answered one question in Engish and another in Maltese.
4. There is the tendency among candidates to sermonize in their explanation, often adopting the “We/They”
syndrome.
5. Many candidates do not follow the rubrics – they don’t even write the number of questions answered in
the space provided on the front page of the scripts.
6. Many Option 2B candidates often produced one word answers or wrote incomplete sentences rendering
their answers incomprehensible.
7. As a group, one could note a decrease in high achievers (grades 1-3). Although there were also more
candidates (expressed as a percentage) that were awarded grades 4 and 5. Still, the shift of candidates
from the higher grades to the lower passes cannot be taken as positive. In addition, the percentage of
candidates that failed (grade U) increased.
2.2 Paper 1
Section A
Average marks obtained per question, categorised for Options 2A & 2B, shown below.
In general, candidates did extremely poorly in this Section, and scored lower marks than the average in 2013 in
the same section. The Examination Panel does not feel that the questions set in this examination paper were
more difficult than those set in 2013, and therefore the low marks attained is indeed worrying.
Question 1:
Option A: 1.30/4
Option B: 0.31/4
(a) Most common types of ecosystems mentioned were garrigue, maquis and woodland. A substantial amount of
candidates gave answers which showed a lack of knowledge of the local ecosystems or had no idea what the
term ecosystem meant.
(b) Very few candidates got full marks for this question. Most gave generic answers without specifically
discussing the most important components of the ecosystem chosen.
Question 2:
Option A: 0.68/3
Option B: 0.37/3
The majority of candidates limited themselves to explain that earthquakes and volcanic eruptions in the
Mediterranean region happen as a result of the movement of tectonic plates. The question required a more
detailed answer and reference should have been made to the different plates affecting the Mediterranean and the
type of movements occurring in this zone.
Question 3:
Option A: 1.93/4
Option B: 1.22/4
(a) A good number of candidates gave, at least, two good answers from the three examples requested. Most
common answers were Buskett, Għadira and Simar nature reserves. On the other hand some students gave
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SEC EXAMINERS’ REPORT MAY 2014
completely erroneous answers showing that they did not know the meaning of a nature reserve or natural
park.
(b) A good percentage of candidates did not answer correctly to this question. The two most common correct
answers were Widnet il-Baħar and the Maltese Freshwater Crab.
Question 4:
Option A: 1.72/3
Option B: 1.03/3
(a) A relatively high percentage of candidates described what a landfill is but fell short of adding the differences
between an open dump (e.g. Magħtab) and an engineered landfill (e.g. Għallis).
(b) The vast majority of candidates know what Bring-in sites are and provided good answers by referring to these
sites as places where recycled waste is collected in separate colour-coded bins.
(c) A good percentage of students did not know that incineration involved the burning of waste. Those who
answered correctly mostly limited their answer to only pointing out that waste is burned in the process of
incineration.
Question 5:
Option A: 1.22/2
Option B: 1.13/2
Most candidates rightly acknowledged that two important reasons why Gozo had a much lower population density
than Malta were its limited job opportunities and the fact that this island does not have the commercial hub that is
predominant in Malta (with the consequence of people preferring Malta to Gozo for their residence). Some
students remained very vague in their answers and only pointed out that Malta is more advanced and offers more
facilities than Gozo.
Question 6:
Option A: 2.50/5
Option B: 1.95/5
(a) The vast percentage of candidates answered correctly by clearly stating that there was a lack of jobs during
th
th
the 19 and 20 century.
(b) A very high percentage of candidates answered incorrectly to this question. It was evident, from the two most
common answers given i.e. Australia and Canada, that candidates did not interpret the question correctly and
th
understood 19 century as extending from 1900-1999 and not from 1800-1899.
(c) Many candidates repeated the same countries as those mentioned in 6(b) as answers to this question and
which were, this time, correct. A substantial number of students gave some European countries as answers
but which could not be considered as good. Few others gave some bizarre answers, including some politically
unstable countries in Africa.
Question 7:
Option A: 1.31/4
Option B: 0.79/4
The Keenan Report (1879): Very few candidates could explain what it was about – the state of education and
schooling in the Maltese Islands – though some made references to the introduction of the teaching of English
and the training of teachers. Many had no idea that it brought about the Language Question. Many confused the
question with later developments in education in Malta such as the introduction of compulsory attendance, free
education for all and the confirmation of Maltese as the national language.
Question 8:
Option A: 1.64/2
Option B: 1.56/2
Most candidates answered this question correctly though there were quite a few who indicated the Alhambra
instead of Agrigento as a place where there are classical Greek archeological remains.
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SEC EXAMINERS’ REPORT MAY 2014
Question 9:
Option A: 0.83/4
Option B: 0.35/4
Very few candidates knew what ‘varied economy’ means, though there were candidates who could give a fairly
good definition of ‘centralised economy’ and that it is mostly found in Communist states. In fact many candidates
wrote that ‘varied economy’ is based on many sectors of the economy while ‘centralised economy’ is based on
just one. There were some who confused everything with the ‘fortress economy’ Malta had under British colonial
rule. Regarding the benefits of the digital sector, few could give any good answer. Most candidates simply wrote
that it facilitates life and work, made communications easier and provided a good opportunity for jobs. Quite a few
referred to shopping on line and research possiblities.
Question 10:
Option A: 1.04/2
Option B: 0.60/2
While there were candidates who did not even try to give a simple definition of GDP (Gross Domestic Product),
many produced wrong answers. There were a few, however, who gave a fairly acceptable answer by explaining
that the GDP is the amount of products and services a specific country achieves each year. Regarding the term
‘Industrial Estates’, many produced acceptable answers indicating that an Industrial Estate is an area where
factories are found and even listed industrial estates found in Malta and Gozo.
Question 11:
Option A: 2.03/3
Option B: 1.60/3
Candidates were expected to give two reasons for tourism. Many referred to pleasure, relaxation, favourable
weather, shopping and cultural reasons. But there were quite a few who confused tourism with emigration (legal
and illegal), refugees escaping poverty or war torn areas, settling abroad or seeking new jobs, business travel,
further education and health (operations) reasons. Few could, or cared to, elaborate diligently on any reason
given.
Question 12:
Option A: 1.41/4
Option B: 1.18/4
The manjority of candidates could not distinguish between social and economic challenges. Many must have
been unable to understand what the word ‘challenges’ implies. There were some who referred to human rights
and economic growth and wrote in terms of an individual’s concerns rather than with regard to Malta as a member
state of the EU. In fact it seems that most candidates ignored the quote preceding the questions.
Section B
1.
Text about old Maltese settlements and aquifers
General comments
Option A: 10.0/25
Option B: 5.43/25
Question (a)
Many candidates answered Birgu and Mdina which are definitely good answers but a fairly good number of
candidates included Valletta and Isla as answers which are post-medieval settlements. The range of answers
given was very extensive, perhaps showing a lack of knowledge of such medieval settlements.
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SEC EXAMINERS’ REPORT MAY 2014
Question (b)
Most common correct answer was Għar Dalam, followed by Għar il-Kbir. However, many mentioned localities in
which no evident cave settlements are known. Describing the geographical location of the cave proved to be
challenging for most candidates.
Question (c)
The vast majority of candidates stated a valid advantage i.e. caves being relatively warm in winter and cool in
summer since the answer was included in the text. However, many answered vaguely or incorrectly when giving a
disadvantage of living in a cave house. The most common invalid answer was not having access to electricity.
Question (d)
Answers showed a lack of understanding of what a rock cut church is. Very few candidates answered correctly to
this question while the majority produced answers which were completely wrong (e.g. Mosta dome/church).
Question (e)
A considerable number of candidates described an aquifer as a man-made reservoir or well. Others confused the
term aquifer with aqueduct. Very few students gave a good and comprehensive description of what an aquifer is.
The lack of understanding and knowledge with reference to the formation of both aquifers was evident.
Candidates gave correct descriptions of the formation of the Perched aquifer much more than they did for the
Mean Sea Level aquifer. Many candidates still think that a layer of floating water exists in between the rock strata.
Question (f)
The vast majority of candidates answered correctly to this question. Few others produced a description of the
structure itself (i.e. the aqueduct) without actually mentioning the term. A good number of candidates knew that
Wignacourt was the Grandmaster who started this project. However, Grandmaster La Valette was also a common
wrong answer. Candidates were overall vague in their answers to no f(iii) and very few mentioned that wells were
mandatory in Valletta and that the water stored in these wells was not sufficient to meet the ever increasing needs
of this developing settlement.
Question (g)
A very low percentage of candidates answered correctly showing limited to no knowledge of such a project.
Question (h)
Overall many answers relating to the name of a disease caused by contaminated water was correct. Nonetheless
many students were not familiar with the effects of such diseases on human health.
2.
Text about Locals Councils and three constitutional anniversaries
General comments
Option A: 8.82/25
Option B: 5.32/25
Question (a)
The majority of candidates could not give any acceptable definition of the ‘socio-economic aspect of the
environment’. Most answers referred to social aspects as matters affecting individuals and economic aspects as
matters concerning the state. Only a few referred to the state of the economy that has an impact on the people’s
way of life and standard of living.
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SEC EXAMINERS’ REPORT MAY 2014
Question (b)
Regarding two ways in which a Local Council can improve the general environment of its locality, most candidates
wrote about the planting of trees and the maintenance of recreational areas, better organisation of domestic
waste management (more bring-in sites, ensuring that residents make use of bins and the employment of street
sweepers), proper upkeep of streets and roads and the improvement of pavements. A couple of candidates cared
to write about the improvement of facilities for elderly people or persons with special needs. In elaborating on the
ways of improvement proposed, many candidates tended to produce negative sentences (e.g. one should not
dirty the place, do not cut flowers, etc.) than come up with some creative ideas.
Question (c)
Many candidates are not even aware of the three major constitutional developments being commemorated in
2014 by the people of Malta. Some referred to the end of French rule, the Sette Giugno, the 1921 Constitution or
Jum il-Ħelsien. Others pointed to totally irrelevant themes such as sustainable development or various economic
projects. There were some who listed Malta’s entry in the EU but could not elaborate diligently on the event.
Moreover, among those who referred correctly to Independence and the setting up of the Republic, there were
quite a few who gave wrong dates for these historic events and could not give any satisfactory explanation as to
their significance to Maltese political history.
Question (d)
Quite a few candidates did not even attempt to answer this question. Among those who did attempt to answer the
question, there were some who referred to the European Parliament and the European Commission correctly and
there were quite a few who referred to the Council of Ministers rather than to the Council of the European Union
as this body is now known. In explaining the function of one of these institutions, some good answers were given
particularly regarding the European Parliament, but there were many who failed to provide good information.
Question (e)
Regarding Maltese traditional buildings:
 ‘Ħitan tas-sejjieħ’ – there were many acceptable descriptions given to explain what such rubble walls are.
However, there were quite a few who simply wrote that these were walls to separate fields.
 ‘Giren’ – some confused the word with ‘ġirien’ meaning neighbours or ‘dura’ which is commonly used by
hunters. Nonetheless, there were quite a few who produced an acceptable description of these corbelled
huts and their common use.
 ‘Irziezet’ – some good descriptions were given, however there were candidates who were rather vague and
did not distinguish between sheds for animals and such traditional farmhouses where farmers lived with their
families and also kept their animals.
Question (f)
Many candidates have no idea of the sequence of the events that occurred in the Sette Giugno epispode of
Maltese history. Some are not even aware of the correct date – 7th June 1919. At most many candidates wrote
that large crowds gathered in Valletta and that British soldiers fired on the crowd killing some. There were quite a
few who confused the event with such personalities as Mikiel Anton Vassalli, Dun Gaetano Mannarino and Dun
Mikiel Xerri, the French Blockade, the April Riots of 1958 and Malta’s demand for Independence. Regarding the
causes of these riots, most candidates listed the high prices of bread and unemployment as well as demands for
self-government.
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SEC EXAMINERS’ REPORT MAY 2014
2.3 PAPER 2A & 2B
General comments
One notices that candidates in Paper 2A and Paper 2B generally scored only one percentage mark difference
between them. However, in Section B, candidates that sat Paper 2B performed very weakly. This poor
performance should raise concern and attention should be brought to this part of the syllabus.
The general performance of all candidates is not very good. With average marks generally below 10/20 one can
only hope to see an improvement in future sittings.
A small but not negligible number of candidates answered all the six questions instead of choosing four. This
severely affected negatively their performance, as they provided only very brief answers. The Examination Panel
cannot emphasis more the importance of reading the instructions and understanding the rubric of the examination
paper.
Section A
The World – Our Home
Management of Resources
Question 1
(N.B. all marks are out of 20 marks)
Option A: 9.87
Option B: 8.38
The majority of candidates mistook the meaning of faulting with that of erosion, especially coastal erosion, and
when it came to that only a couple of students knew well the agents of erosion. Therefore instead of explaining
the origin and formation of the fault-lines of the Maltese Islands, they described those of famous landforms of
headlands and bays. Of particular note in Paper 2B is that most candidates mentioned Globigerina rather than
sedimentary as the general family of rocks of the Maltese Islands. Very few described the soils’ characteristics.
Question 2
Option A: 9.39
Option B: 10.3
A number of candidates mistook the meaning of resource with that of products. Most answers lacked adequate
detail about many aspects of the formation and function of important resources such as limestone, water or solar
energy.
With direct reference to natural resources, both renewable and non-renewable, quiet a number of candidates just
repeated the same terms instead of giving an explanation of the differences, and hardly anyone gave further
information than a definition of terms. Most ignored the term natural, so they discussed gas or oil as Maltese
natural resources. With regard to renewable resources, the candidates generally know that one needs panels or
turbines to generate energy, but they are unaware of what happens next.
Paper 2B candidates performed better in this question compared to other questions in this paper. The average
performance of candidates sitting Paper 2B was encouraging. If the same effort is put into other sections of the
syllabus, then a better performance in the overall exam can be expected.
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SEC EXAMINERS’ REPORT MAY 2014
Section B:
Human Population
Human Communities
Question 3
Option A: 10.3
Option B: 5.57
A small number of candidates, mostly sitting Paper2A, obtained full marks (10) for the history of the chosen town.
However, only a very small minority did well in the preservation / rehabilitation aspect.
For the great majority of the candidates the origin of Mdina is Roman or Arabic. However, it has probably been
continuously settled since Bronze Age. The candidates also suffer from very common misconceptions about the
planning of Mdina and other cities.
The Valletta / Mdina Rehabilitation Projects and committees are unknown to the candidates.
Only a handful of candidates mentioned the restoration of the Mdina pavement and the elimination of overhead
wire systems completed a few years ago. Even the restoration of the ditch, completed in late 2012, is rarely
mentioned. Many confuse the meaning of restorer with that of archaeologist. The difference between restorer and
conservator is unknown to probably all.
Candidates that sat Paper2B mostly lack basic information regarding the three cities, Mdina and the Gozo Citadel.
This is reflected in the general low marks attained by candidates who sat this paper. Much more effort needs to
be put into this section of the syllabus.
Question 4
Option A: 9.68
Option B: 5.33
The candidates who opted to answer this question did have some knowledge of the Knights and British periods as
regards the building of fortifications. They identified the building of Valletta and the coastal towers – known as the
de redin towers – in particular. They mentioned that at first the British did not build any new fortifications but
strengthened the existing ones. Most candidates referred to the Victoria Lines defence strategy and to the 100
ton cannon at Rinella. They also mentioned the Cambridge fort. Yet they also referred to other batteries and to
the fougasse.
Very few candidates referred to their misuse before World War One but most acknowledged that these defences
became irrelevant with the arrival of the air warfare.
Candidates that sat Paper 2B knew almost nothing about Malta’s defences of this period.
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SEC EXAMINERS’ REPORT MAY 2014
Section C:
Work and Leisure
Managing a Nation
Question 5
Option A: 9.71
Option B: 8.97
Many of the candidates referred correctly to the Media of communication as having changed the lifestyle of the
Maltese in that global connections are easier and faster. Most made reference to the use of the internet and
Skype as a means of bringing the world to our shores. However the candidates failed to connect with the changes
that these means of communciation have brought to the way we think and in the changes to our culture. It was
surprising that some candidates, especially those sitting Paper 2B, only mentioned facebook but did not delve
deeply into the effect that facebook might have on its users and society. Indeed some did mention the issue of
morals in the use of the internet in general, but more was expected.
Generally the well-prepared candidates followed the argument that the difference between those who have
access to the media and those who don’t has increased. This naturally affects the way people live, behave and
interact and led to a shift from traditional values to liberal ones, with an emphasis on individualistic values.
Candidates referred to the more vociferous claims for civil rights, the greater influence of minority group subcultures within the dominant culture, the increase in hyper-sexualised behaviour especially among young people,
the great influence of advertisements, the shorter and quicker methods of personal conversations via SMS and
emails, the change in choice of food from the traditional home dish to frozen and fast foods and the sexualisation
of women with effects on male attitudes towards femininity.
Question 6
Option A: 9.84
Option B: 7.47
Many candidates explained what the decentralisation of power is and mentioned local councils as the prime
example of subsidiarity. They see these LCs as bringing about a democratic environment in the sense that it is
easier to make a complaint to the council than to a government minister. They excluded the possibility that
complaints could be dealt with at department level. Again they percieve local councils as having the fucntion to
keep towns/villages clean and beautiful. The candidates also connect local councils with the organisations of
certain annual activities in the respective locality. Few condidates referred to their role in bringing more
awareness on certain issues and in active participation in local councils.
With particular reference to Paper 2B candidates, one notes that in the first part of the question candidates found
great difficulties in explaining ‘community development’. They generally failed to associate this to the social and
political progress over time of a locality. In the second part of the question, dealing with the main roles of a local
council, a few candidates mentioned the Mayor, the Councilors and the Administrative Secretary and described
their functions while most candidates dealt with the role of the Council itself such as informative, administrative
and educational. Generally attainment by candidates was rather poor. In the final part of the question candidates
did better and mentioned the setting up of sub-committees in different areas of interest in which citizens are
encouraged to participate, consultation meetings with residents before any important decision is taken, presenting
administrative and financial reports and giving the public time to ask questions and make suggestions, the
organisation of courses for the general public, the setting up of local heritage working groups, providing day care
centres for the elderly of the locality and strengthening the communication channels with the public via
newsletters, facebook, websites, emails and a good customer service. One should also state, however, that a
small number of responses were really good and it is a pity that these did not sit for the ‘A’ paper.
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SEC EXAMINERS’ REPORT MAY 2014
Concluding comments
Once again, the Examination Panel wishes to remind students to read the rubric well and take note of the marks
allotted for each question. The marks are indicative of the breadth and depth of the answers required.
Students must understand the basic principles of environmental studies and its multidisciplinary; and not just the
bits and pieces of factual information, which is of little use without the ability to make it relevant to the broader
human and physical environment. The subject is being taught in many schools as fragmented subjects
(geography, history and social studies), however students must keep in mind that these three subjects are not
regarded as different units in the examination. Rather, the assessment brings together the essence of
environmental studies and assumes a holistic knowledge. The candidates should be able to put together the three
subjects they learn at school, and look at the environment in a mature way, with respect and with an
understanding of the basic facts about the physical and human environment of Malta and the world around us.
In conclusion, and to repeat that which was already stated in the 2013 report, teachers must emphasise the need
to replace superficial answers with critical and reflective comments on environmental facts, processes and issues.
Chairperson,
Examiners’ Panel 2014
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